Foreword by: Rebecca Rogers
Publication Date: February 14, 2020
Learn how to foster critical conversations in English language arts classrooms. This guide encourages teachers to engage students in noticing and discussing harmful discourses about race, gender, and other identities. The authors take readers through a framework that includes knowledge about power, a critical learner stance, critical pedagogies, critical talk moves, and vulnerability. The text features in-depth classroom examples from six secondary English language arts classrooms. Each chapter offers specific ways in which teachers can begin and sustain critical conversations with their students, including the creation of teacher inquiry groups that use transcript analysis as a learning tool.
Melissa Schieble is an associate professor of English education at Hunter College of the City University of New York. Amy Vetter is a professor in English education in the School of Education at the University of North Carolina Greensboro. Kahdeidra Monét Martin is a Presidential Research Fellow and doctoral candidate in Urban Education at the Graduate Center of the City University of New York.
“Classroom Talk for Social Change impressively builds on a lineage of scholarship committed to classroom inquiry through talk in a way that helps fellow educators to visualize why and how classroom talk matters. The authors position critical conversations at the nexus of critical literacy, dialogic teaching, and culturally sustaining teaching.”
—Rebecca Rogers, Curators’ Distinguished Research Professor, University of Missouri-St. Louis
“Drawing on rich theoretical and empirical scholarship, the authors make a compelling case for the central role of critical conversations in today’s diverse classrooms. This book provides teachers with a framework for embracing difficult questions about power and privilege, illustrating how engaging students in such questions provides vital preparation for participation in democracy.”
—Amanda Haertling Thein, associate dean for Academic Affairs and Graduate Programs and
professor of language, literacy, and culture at the College of Education, University of Iowa